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CHAPTER IV RESEARCH FINDINGS
This chapter presents about the finding of the research. It covers the description of the data, the analysis of the data and the interpretation of the data.
A. RESEARCH FINDINGS
1. The Description of the Data
In doing her research, the writer took class VIII-2 for her sample. The numbers of students in class VIII-2 are 42 students. When the test is given, 2
students were sick so the writer took 40 students in this research. And she took 20 students of class VIII-2 to interview which are about 50 of the sample.
The test covers the meaning and the form of modal auxiliaries can and
may which consists of 30 items, 20 items for multiple choices and 10 items for fill the blank. And the test was divided into two parts, 15 items were about the
meaning of can and may, and 15 items were about the form of can and may.
The following tables are classifications of the meaning, and the form of Modal Auxiliaries
can and may.
Table 4.1 Modal auxiliaries area and each item
No. Modal Auxiliaries
Number of item Total Number of
Question
1. The meaning of Can 1, 7, 8, 11, 16, 22, 24,
25, 26, 27 10 questions
The meaning of May 2, 3, 5, 10, 14, 21, 23, 28, 29, 30
10 questions
2. The form of can
6, 12, 15, 17, 20 5 questions
The form of may 4, 9, 13, 18, 19
5 questions
Next, the writer will analyze the students’ errors. After she analyzes some
errors, then, she will count the number of errors by tabulating and calculating the result of errors. She will process the calculation of result of the test by
changing the result of errors into percentage. By calculating the errors, she knows the students’ score. Then, she does the interview not only to the students
who get the bad and the good score but also to the English teacher of class VIII-2.
2. The Analysis of the Data
After the writer did the research, she got fr equency of students’ errors of
modal auxiliaries can and may; he would like to analyze what errors existing
on all items, and why errors occurred in multiple choice and fill in the blank. The table below explaining the errors explanation in entire parts, as follows:
Table 4.2 Table of Number of Classification of Errors Explanation
From the table 4.4 above, there are 335 errors committed in word choice
with 81.31 because the students put inappropriate words to be used in a sentences. There are 42 errors committed in
verb tense with 10.20 because the students might not know the correct tense in the use of
can and may. At last, There are 35 errors committed in
addition with 8.49 because the students add inappropriate words in the form of
can and may. Here the explanation regarding causes of errors described in the tables below:
No. Types of Error
Number of Errors
Percentage of Errors
1. Word Choice
335 81.31
2. Verb Tense
42 10.20
3. Addition
35 8.49
Total 412
100
Table 4.3 Table of Number of Causes of Errors Explanation
Based on the table 4.5 above, there are 271 errors caused by inter-lingual
transfer with 65.78 because the students might be influenced by their mother tongue influences in terms of patterns, systems, or rules. Then, there are 68
errors caused by intra-lingual transfer with 16.50 because the students might
strive to derive the rules behind the data to which has ben exposed by the students, and may develop hypotheses related neither to their mother tongue
nor to their target language. Also there are 73 errors caused by
context learning with 17.72 because the teachers or the textbooks may lead the students to create faulty hypotheses
about the language. Students might make errors because of a misleading explanation from either to the teachers, textbooks, or patterns memorizing.
Here is the explanation about frequency and percentage of the students’ errors in the meaning of
can below:
No. Causes of Errors
Number of Causes of Errors
Percentage of Causes of
Errors
1. Inter-lingual
Transfer 271
65.78
2. Intra-lingual
Transfer 68
16.50
3. Context of Learning
73 17.72
Total 412
100
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